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Descriptors:
Resistance (Psychology); Self Determination; Mexican American Education; Indigenous Knowledge; Ethnic Studies; Community Colleges; Student Needs; Two Year College Students; Ideology; Instruction; Epistemology; Praxis

Abstract:
This paper builds upon the edict for self-determination in El Plan de Santa Barbara: a Chicano plan for higher education (1969), which calls for "strategic use of education," by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila's (2000) "Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health." This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Cognitive Mapping; Urban Environment; Interviews; Student Attitudes; Instructional Leadership; Teacher Attitudes; Mixed Methods Research; Statistical Analysis; Educational Research; Instruction; Learning; Pattern Recognition

Abstract:
The aim of the article is to show how substantial qualitative material consisting of graphic cognitive maps can be analysed by using digital CmapTools, Excel and SPSS. Evidence is provided of how qualitative and quantitative methods can be combined in educational research by transforming qualitative data into quantitative data to facilitate discoveries of patterns in the data. Examples are drawn from research on conceptions of both different teaching methods and on school leadership related to school development. The rationale for using cognitive map interviews as a method for data collection is presented. Cognitive, theoretical and methodological issues are discussed. Tools that might be used to facilitate detection of patterns in a substantial number of maps are reviewed. It is demonstrated how unique expressions on individual cognitive maps visualizing different understandings can be transformed into a common system of concepts which make it possible to use quantitative methods to find patterns in comprehensive qualitative data. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neoliberalism; Instruction; Privatization; Race; Public Education; Elementary Secondary Education; Higher Education; Universities; College Role; Resistance (Psychology); Social Action

Abstract:
Henry A. Giroux argues that countering the disasters of neoliberalism requires facing "the challenge of developing a politics and pedagogy that can serve and actualize a democratic notion of the social" (2011). The authors suggest that Immanuel Wallerstein's notion of "middle-run" temporality (2008) and Stuart Hall's discussion of "middle-level" theory (1986) point the way toward a framework for considering new interventions and producing new possibilities in these intemperate times. Gramsci's concept of hegemony is also helpful in understanding how practices of cultural persuasion support what Giroux calls "neoliberalism as a public pedagogy" (2005), and how pedagogies for the neoliberal subject can be analyzed, explained, and countered. They argue that its public pedagogy papers over neoliberalism's many contradictions, its simultaneous deployment and denial of its racial project, and its attempts to establish all sites outside of the market as "insubordinate spaces." The university is an important site of struggle in this argument. As a set of "insubordinate spaces," the university offers opportunity for critique and argument that can counter neoliberalism and its racial project. They also argue that educators need to expand their imagination about the spaces where counter-pedagogies take place. Both the university and the community offer possibilities for insubordinate spaces; in this article the authors delineate the challenges and opportunities in academia and activist community cultural work. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Race; Conflict; Student Diversity; Racial Relations; Racial Factors; Higher Education; Interviews; Grounded Theory; Constructivism (Learning); Ethnicity; Instruction

Abstract:
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigorously, while others approach it with considerable anxiety about their own knowledge or skills and students' emotional reactions. This article explores some of the ways faculty address student conflict amid and around racial diversity in the classroom. Interviews with 66 faculty of different races and ethnicities, genders, and disciplines led to analyses of the various approaches they enacted and dilemmas they experienced in the face of such racial conflict. They include a range of decisions, such as: to avoid conflict through attempts to control the classroom environment; to minimize such conflict; to divert or distract students' attention from conflict; to react to the conflict in a way that attempts to incorporate tensions for further learning; and to proactively design course activities to normalize and surface conflict in ways that enhance students learning about race and racial interactions. Examples and analysis of different ways of dealing with classroom racial diversity and conflict as well as the need for interventions to improve faculty members' ability to deal with such situations are offered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety; Music; Creative Activities; Video Technology; Instruction; Comparative Analysis; Questionnaires; Elementary School Students; Middle School Students; High School Students; Interviews; Musical Instruments; Control Groups; Intervention; Musicians; Statistical Inference; Experimental Groups; Pretests Posttests; Correlation

Abstract:
The purpose of this study was to compare the levels of anxiety that students experienced according to whether their public performance consisted of a free improvisation or a repertory piece. The researcher had two objectives: (1) examine the relationship of students' levels of anxiety to free improvisation and repertory pieces during a performance; and (2) examine the effectiveness of free improvisation as a treatment for the reduction of performance anxiety. The following instruments were used for data collection: (1) Spielberger's (1973) State-Trait Anxiety Inventory for Children; (2) Musical Anxiety Report Scale; (3) subject interviews; (4) parent questionnaire; and (5) performance video. Thirty-six elementary, middle and high school students were selected from a list of potential subjects. Participants were selected based on age (7-18 years) and years of training (1-8), as well as to comprise a gender balance. Sample criteria required that all subjects who participated in the study: (1) played the piano; (2) claimed to have experienced music performance anxiety; and (3) had not received any previous psychological or pharmacological treatment for their music performance anxiety. Results from this study validated free improvisation as a treatment for significantly reducing anxiety during the public performance of a musical work. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personal Narratives; Interviews; Instruction; Reading; Literacy; Literacy Education; Family Relationship

Abstract:
In this paper, I give an account of the ways in which narratives and identities change over space and time. I give an account of a mobile and changing human subject, one who does not simply express or represent her- or himself through narrative, but is constructed and reconstructed through narrative. I draw on Paul Ricoeur's concepts of "narrative identity", which refers to the role of narrative in the formation and expression of identities, and "refiguration", which refers to the ways in which both narratives and identities change over time. I work with extracts from narrative interviews in order to demonstrate the ways in which this might help us understand how narratives and identities change across space and time and also consider what this might mean for pedagogy and the practice of literacy/ies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; Comparative Analysis; Elementary School Students; Educational Innovation; Grade 5; Student Reaction; Instruction; Interviews; Classroom Communication

Abstract:
The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are needed to better balance group participation. The authors discuss these findings and suggest implications for research and teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Multiple Literacies; Instruction; Reading; Postmodernism; Curriculum

Abstract:
In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group's "A Pedagogy of Multiliteracies: Designing Social Futures." More than any other text, "A Pedagogy of Multiliteracies" streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group's disciplined rationalization of youth engagement in literacies. We organize our critical exploration of "A Pedagogy of Multiliteracies" around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the moment-by-moment unfolding or emergence of activity. This nonrepresentational approach describes literacy-related activity not as projected toward some textual end point but as living its life in the ongoing present, forming relations and connections across signs, objects, and bodies in often unexpected ways. Such activity is saturated with affect and emotion; it creates and is fed by an ongoing series of affective intensities that are different from the rational control of meanings and forms. It helps us to keep the distinction between description and prescription sharp and to begin imagining what else might be going on. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transformative Learning; Teaching Methods; Self Concept; Instruction; Body Composition; Physical Characteristics; Human Body; Physical Health; Empowerment; Teacher Student Relationship; Health Promotion

Abstract:
This paper initiates a forum for Malin Ideland and Claes Malmberg's article titled "Body talk--students' identity construction while discussing a socioscientific issue." Ideland and Malmberg explore issues of health and body through teachers' use of a pedagogical approach that foregrounds exploration of a socioscientific issue. This paper explores how the Panopticon of separation is embodied in the language and approaches to learning discussed and employed in Ideland and Malmberg's article. It explores the concept of empowerment as integral to transformative learning and contrasts this to autonomy. Furthermore, it examines how educators and students can learn in ways that lead to greater health and empowerment through more ecological and connected forms of language and approaches to learning. Excerpts from Ideland and Malmberg's article are juxtaposed with other perspectives as a means of generating edges, making differences apparent, and deconstructing the taken for granted both for the author and for Ideland and Malmberg. A feminist, poststructural approach is employed in this work as a means of embodying the uncertainty that students and educators are consistently learning to dance through with greater empowerment, which leads to improved health. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Instruction; Interpersonal Relationship; Expertise; Semi Structured Interviews; Postsecondary Education; Teachers; Teacher Role; Instruction; Students; Teacher Student Relationship; Technology Uses in Education; Epistemology; Educational Environment

Abstract:
Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an "ecology of resources" perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers' beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat "epistemically distant". In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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